King Edward VI SchoolBury St Edmunds

Supporting our most ableYear 9

February 2013

How have we identified the students?What are the characteristics of G & T

students?Implications and expectations

Discussion – how can you best support your child?

Making the most of schoolLooking ahead – preparing for university

(from now?)Finding out more

What’s tonight about?

Core group - top 35 students in Year group

Data - combination of indicators

Teacher nominations

Identification

He or she may Be a good reader Be very articulate or verbally fluent for his/her age Give quick verbal responses (which can appear cheeky) Have a wide general knowledge Learn quickly Be interested in topics which one might associate with an older child Communicate well with adults (often better than their peer group) Have a range of interests, some of which are almost obsessions Show unusual and original responses to problem-solving activities Prefer oral to written activities Be logical Be self-taught in his/her own interest areas Be a perfectionist

Characteristics

Have an ability to work out things in his/her head very quickly Be artistic Be musical Excel at sport Have strong views and opinions Have a lively and original imagination/sense of humour Be very sensitive and aware Focus on his/her own interests rather than what is being taught Be socially adept Appear arrogant or socially inept Be easily bored by what s/he perceives as routine tasks Show a strong sense of leadership Not necessarily be well behaved or well liked by others Be just like any other teenager! THESE ARE NOT ALL POSITIVES!

Characteristics

Tracking and monitoring: progress checks

Expected achievement: 8 A* – A

Take up enrichment opportunities: Cambridge visits; Conferences etc.

Implications & expectations

Study at home

Emotional and personal

Broadening horizons

Discussion How to support?

Work the teachers hard! Additional opportunitiesAsking for guidance - make it specificStudy facilities and resourcesTalk to other clever students - about the

subjectKeeping in touch (parents)

Making the most of school

Good degrees from ‘good’ universities

Oxford & Cambridge – ambition and pragmatism

Study the right subjects

Extra-curricular?

Preparing for university?

School website – Gifted and Talented

Cambridge University and UEA courses for gifted and talented

Finding out more

Teachers in department asked to identify subject specific G&T students

Seating plans highlight G&T students (core and subject specific)

Individual and sequences of lessons include stretch and challenge / extension activities

Homework designed to be an extension of learning

Extra provision for G&T students e.g. clubs, lunchtime sessions, trips etc.

The Subject Leader Role

Drawing students’ attention to extra-curricular activities on offer e.g. Latin, Mandarin, Philosophy Club, Debating Society

Offering enrichment activities: Discovery Day (History and Archaeology), Cambridge College / Museum trip, Humanities Extended Project, Field Academy

Monitoring student progress on G04Schools, liaising with Heads of College and Tutors about progress, and offering intervention where appropriate

A person to contact with any questions or concerns for students and parents

Year 9 G&T Coordinator Role

What next?